Titre :	Students’ Perceptions of Teacher’s Corrective Feedback in Writing A Case Study of Third-Year EFL Students at the Department of Letters and English Language, University “Des Fréres Mentouri”, Constantine
Type de document :	texte imprimé
Auteurs :	Naila Mihoubi, Auteur ; Amina Kabouche, Auteur ; Houda ACHILI, Directeur de thèse
Editeur :	CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine
Année de publication :	2016
Importance :	98 f.
Format :	30cm.
Note générale :	Une copie electronique PDF disponible au BUC.
Langues :	Anglais (eng)
Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	Written corrective feedback is a common method used to inform learners about what they still need to improve in the different aspects of the language they are learning, and such feedback should be provided in a clear and understandable manner. The present study focuses on the written feedback techniques used by teachers of writing, and on students’ preferences of those techniques, as well as on their perceptions and reactions to teachers’ comments. A learner questionnaire was administered to 57 third-year students in the Department of Letters and English Language, at the University “Des Fréres Mentouri”, Constantine, to gather data about students’ beliefs about what constitutes effective feedback on writing and their expectations regarding teacher correction techniques. In addition, 57essays written by the same students who answered the questionnaire, and commented by their teacher of Written Expression, were analyzed to identify the different correction techniques used by the teacher, and to see if the way the teacher provides feedback meets her students’ expectations. The findings of the corpus analysis performed in this study show that the teacher tends to indicate her students’ errors explicitly and to give the correct forms frequently; i.e., she usually gives direct corrective feedback. On the other hand, the students prefer this type and consider it to be effective for the improvement of their writing abilities. Therefore, it is concluded that the teacher’s feedback is in the same direction of the preferences of her students, and this is likely to make the feedback provided influence her students’ writing development positively.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12208

Students’ Perceptions of Teacher’s Corrective Feedback in Writing A Case Study of Third-Year EFL Students at the Department of Letters and English Language, University “Des Fréres Mentouri”, Constantine [texte imprimé] / Naila Mihoubi, Auteur ; Amina Kabouche, Auteur ; Houda ACHILI, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 98 f. ; 30cm.
Une copie electronique PDF disponible au BUC.
Langues : Anglais (eng)

Catégories :	Lettres et Langues Etrangères:Langue Anglaise
Index. décimale :	420 Langue anglaise
Résumé :	Written corrective feedback is a common method used to inform learners about what they still need to improve in the different aspects of the language they are learning, and such feedback should be provided in a clear and understandable manner. The present study focuses on the written feedback techniques used by teachers of writing, and on students’ preferences of those techniques, as well as on their perceptions and reactions to teachers’ comments. A learner questionnaire was administered to 57 third-year students in the Department of Letters and English Language, at the University “Des Fréres Mentouri”, Constantine, to gather data about students’ beliefs about what constitutes effective feedback on writing and their expectations regarding teacher correction techniques. In addition, 57essays written by the same students who answered the questionnaire, and commented by their teacher of Written Expression, were analyzed to identify the different correction techniques used by the teacher, and to see if the way the teacher provides feedback meets her students’ expectations. The findings of the corpus analysis performed in this study show that the teacher tends to indicate her students’ errors explicitly and to give the correct forms frequently; i.e., she usually gives direct corrective feedback. On the other hand, the students prefer this type and consider it to be effective for the improvement of their writing abilities. Therefore, it is concluded that the teacher’s feedback is in the same direction of the preferences of her students, and this is likely to make the feedback provided influence her students’ writing development positively.
Diplome :	Master 2
Permalink :	https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=12208